Education Classes In Schools Research Articles

Introducing the Task as a Challenge Does Not Mitigate the Negative Effect of Gender Stereotype Threat on Motor Skill Learning in Adolescents

Gender stereotype threat is a sociocultural variable that has received significant attention over the past two decades. We explored whether presenting a task as a practical and challenging activity would reduce the negative impact of implicit activation of gender stereotype threat on motor learning in adolescent girls. Forty-five adolescent girls (Mage ± SD: 13.24 ± 1.06) participated in the study and were asked to throw a tennis ball toward a circular target using their nondominant hand. They were asked to perform five throws as an initial assessment and then were randomly assigned to three groups: IS/CH (i.e., implicit stereotype threat activation and framing the task as a challenge), IS/TH (i.e., implicit stereotype threat activation and framing the task as a threat), and the control (with no instructions). In the IS/CH and IS/TH groups, the participants performed the acquisition phase (five blocks of 10 trials) in the presence of a male evaluator. We used verbal instructions to frame the task as a practical and challenging activity (i.e., learning this task might be a big help in physical education classes in school because it improves throwing skills, and it will help improve control over the nondominant arm which is important in daily activities) and/or threat (i.e., show how good you are on this type of task, and based on your scores, we will be able to measure your natural ability at throwing tasks) before the acquisition phase. One day after the acquisition phase, participants were asked to participate in the retention (10 throws) and transfer tests (10 throws from a distance of 6.5 m). Our findings demonstrated that participants in the control group were able to achieve more effective learning compared with participants in the IS/TH and IS/CH groups. Possible reasons for these results were discussed.

Optimising Physical Education Classes in Schools Using Technology: The use of mobile apps for active participation of medically exempt students with a focus on skill development and medical rehabilitation

The literature focuses more on healthy students, and the methodologies for organising physical education lessons do not address in depth the problem of physically exempt students who, with time, transform from exempt students into possible patients. This research aims to develop the application "Info-Scutit-Efort" in physical educa-tion lessons to facilitate learning, assessment of medically exempt students and their en-gagement in directed/adapted effort recovery programs in the physical education lesson. The research also aims to extend the use of the application to cover a broader range of needs. This study highlights the usefulness of the "Info-Scutit-Efort" app to actively and consciously engage 55 medically exempt students (58.2% of the total and 42.8% partially) in physical education lessons. The app, in an enhanced form, offers free and flexible access to different functionalities, in line with all the content of the curriculum and the Medical Checklist, transformed into questions so that the exempted student can access information about previously taught homework, homework taught in real-time, or information about general or particular medical recommendations depending on the diagnosis. In the assessment section, students can access tasks and tests to assess their knowledge, and in the self-assessment section, they can use tools to track their progress. The assessment provided by the app after the session can give the student a grade for previously taught information if they access the homework from the lessons covered, or it can provide a grade for the current assessment to test active and conscious participation in the lesson just taught as well as information about the indications, recovery programs, received from doctors for various conditions for which students have received medical exemption. The results of the simple linear regression analysis revealed that the relationship between the time spent accessing the application (minutes = 18.60±4.821) and the grade received is significant (p <0.05), with a regression coefficient of 0.241 and an R² of 0.762, which means that the time spent accessing the application explains 76.2% of the variation in the grade received.

Perceptions of teachers and students about the use of ICTs in physical education classes: uses, advantages, and projections

The digitalization of societies is not a homogeneous or mechanistic process that moves in parallel to technological processes, since the uses of ICT are linked to the social and political contingency of each country. Consequently, this paper set out to analyze the perception of teachers and students about the use of ICTs in Physical Education classes in schools in Santiago of Chile. The use of ICTs in Physical Education is uncommon in Chile, these are focused on physical exercise and folklore teaching. A qualitative methodology was used. Based on structured interviews with teachers and students from schools in the southern area of Santiago. These were analyzed through Atlasti software. A qualitative analysis of content and a thematic analysis was carried out through data coding. The results show that there are differences in the perception of ICT by teachers and students. The former prioritize technologies applied to physical exercise. The latter consider that technologies are important for obtaining information and managing communication between teacher and student. It is concluded that it is necessary to generate institutional mechanisms that allow socialization in new skills and knowledge of technologies, since the lack of training in these skills could produce severe problems in the integration into the new digital society that is developing in Chile. Likewise, there is a generational gap in the use of this type of technologies, which would affect the older population. Keywords: ICTs in the classroom; Physical education; Digital society; Education in Chile.

Effect of virtual reality-based exercise and physical exercise on adolescents with overweight and obesity: study protocol for a randomised controlled trial

IntroductionObesity is a complex and multifactorial disease that has affected many adolescents in recent decades. Clinical practice guidelines recommend exercise as the key treatment option for adolescents with overweight and...

Are happier adolescents more willing to protect the environment? Empirical evidence from Programme for International Student Assessment 2018.

A large number of existing studies have discussed the potential factors affecting pro-environmental behaviors (PEBs) in adolescents. However, few studies have focused on the possible impact of adolescents' subjective wellbeing (SWB) on their PEBs. Why and how adolescents' SWB affects their PEBs remains a puzzle. To unravel this puzzle, this paper aims to establish a suitable instrumental variable (IV) to correctly estimate the contribution of adolescents' SWB to their PEBs. Using the international data from the Organisation for Economic Co-operation and Development (OECD) 's Programme for International Student Assessment 2018, we construct a unique dataset of eight countries or economies, which includes 56,374 samples related to the SWB and PEBs of 15-year-old students. In this paper, the days of physical education classes in school per week are used as the IV. Through a two-stage least squares method, we find that the contribution of adolescents' SWB to PEBs is significantly positive. We also find that the pathway by which SWB improves PEBs works through adolescents' self-efficacy. Furthermore, the results indicate that the positive impact of SWB on PEBs is more pronounced among adolescents with better peer relationships and stronger multicultural values. Our findings highlight the influence of positive affects in cultivating adolescent' PEBs and the importance of growing up surrounded by happiness.

SELF-CONTROL AND INJURY PREVENTION IN STUDENTS IN PHYSICAL CULTURE AND SPORTS

Physical culture and sports have become an integral part of the life of modern society. Physical education classes in schools are not the only place where sports are encouraged. Every year more and more people visit sports stadiums and halls and engage in intense physical exercise. In this regard, medical monitoring of the health of athletes is becoming increasingly important. Self-control and measures to prevent injuries also play an important role. The purpose of this article is to study the features of self-control and prevention of injuries in independent physical education and sports.

Effects of school-based neuromuscular training on fundamental movement skills and physical fitness in children: a systematic review.

ObjectivesThe primary purpose of this review was to clarify the effects of school-based integrated neuromuscular training (INT) on fundamental movement skills and physical fitness in children. The secondary purpose was to examine whether school-based INT intervention is superior to physical education (PE) intervention in enhancing motor skills and fitness.MethodsA systematic literature search was performed in four electronic databases: PubMed, Web of Science, MEDLINE (EBSCOhost), and Cochrane Central Register of Controlled Trials. The last search was performed on December 21, 2021, and was limited to the English language, human species, and peer reviewed journals. Randomized controlled trials and cluster randomized controlled trials that examine the effects of school-based INT on motor skills and/or fitness in healthy children who were aged up to 14 years old were included. Moreover, studies included in this study should compare school-based INT-induced adaptions with those generated by PE interventions. Studies that involve athletic children and additional exercise training were excluded. The Physiotherapy Evidence Database (PEDro) scale was used to assess the quality of the study.ResultsOf 1,026 studies identified, seven original trials that meet the inclusion criteria were included in this review. Based on the PEDro scale, the PEDro score of seven studies was between six and eight points with a mean score of 5.29. Among the seven studies included in this study, four studies assessed physical fitness including muscular fitness (n = 4), speed (n = 3), endurance (n = 2), and flexibility (n = 2). Three studies examined the effects of INT on postural control and three studies explored its effects on motor skills. Concerning movement competence, significant and greater improvements in postural control and fundamental motor skills were observed following school-based INT interventions compared to PE intervention in two and three studies, respectively. Regarding physical fitness, neuromuscular training significantly increased muscular fitness, speed, endurance, flexibility in three, two, one, and one studies, respectively. However, only greater improvements in muscle fitness were observed in school-based INT group compared to PE group. The main limitations of this review were the lack of descriptions of training intensity and volume and the low methodological quality of the included studies.ConclusionThis review provides evidence that school-based neuromuscular training programs are superior to PE lessons in improving postural control, fundamental motor skills and muscular strength. Therefore, INT could be incorporated into traditional physical education classes in school. Trial registration number: CRD42022297349.

Avusturya’da Alevilik Din Eğitimi Dersleri ve “ALEVI: Lehrwerk Für Alevitischen Religionsunterricht” Ders Kitabı

Austria is one of the countries where students can take Alevism education classes as an elective course in schools and where Alevism is legally recognized and accepted as a faith. Acquisitions such as the rights obtained by the Alevi community and the ability to receive Alevism education in schools, the acceptance of Alevi holidays as an official holiday for those who have Alevi in their identity, the execution of funerals of Alevi individuals according to the Alevism tradition, the official recognition of the Alevi community by the Austrian State, etc. make Austria more prominent among other countries in terms of Alevism.Austria, which is one of the countries where the Muslim community gained the earliest rights in Europe, has broke the grounds in the process of recognizing Alevism as a faith, and has accepted Alevis as a religious community. It also recognized Alevism as a religious belief and secured the rights of Alevis with legal regulations in this regard. One of these rights and the most important one is undoubtedly Alevi religious education courses in schools. Alevism religious education courses are extremely important especially for Turkey. This situation brings up the demand of Alevis to give compulsory religion courses as an elective in our country or to teach Alevism as an elective course. The teaching of Alevism religious education courses in schools in Austria and the training of teachers who can teach these courses are carried out in accordance with Austrian laws and the protocols/agreements made by the Alevi community with relevant institutions. Although the selection and criteria of Alevism religious education classes in schools, the qualifications of the teachers who will teach the course, the teaching material/materials of the course have been determined and finalized with the directives, the Alevism religious education classes have not been fully on track due to the fact that the recognition process of Alevism in the country has taken place in the very recent

Optimization of the Adaptation Process during Physical Education Classes When Implementing an Individual Approach Based on the Autonomic Regulation Types of the Functions of the Cardiovascular System

Background: The relevance of the study is determined by the negative dynamics of the health of children groups in the Russian Federation, which necessitates the search for effective methods of health-improving and corrective effects in physical education classes in schools. The physiological substantiation of the individualization of the selection of physical activities is based on the differences in the functional state of schoolchildren with different autonomic regulation types of the cardiovascular system. Methods: the method of "Rapid assessment of schoolchildren’s physical health" based on an automated computer program, which allows determining the state of the functional systems (cardiovascular, respiratory, musculoskeletal systems) of the children’s organisms by 20 indicators. A method for diagnosing heart rate variability indicators, implemented using the Varikard 2.51 software and hardware complex, allows obtaining and analyzing more than 40 indicators of segmental and suprasegmental levels of regulation of the cardiovascular system and parameters of its functional activity. The complex application of these methods provides a comprehensive physiological picture of the adaptation, health, and functional state of school students when performing various physical activities in the educational process. Results: At the beginning of the survey, the indicators of functional systems and heart rate variability in the selected groups of children: the experimental group and the control group were determined by the features of 4 autonomic regulation types: I, II, III, and IV. Of these, I, II corresponded to the predominance of sympathetic tonic destabilizing effects on the cardiovascular system, while in IV, parasympathetic effects on the cardiovascular system prevailed, manifested in the asthenization of the functional state of children. Type III refers to the physiological norm and manifested itself in the form of a balance of regulatory influences of the parts of the autonomic nervous system. At the physical education classes of experimental group schoolchildren, the training program included specially selected sets of exercises for children with autonomic regulation types I, II, III, and IV. Conclusion: During the control examination, the indicators of adaptation and health of all types of schoolchildren improved, while no positive dynamics of physical strength, adaptation, and health indicators were observed in the control group. This indicates the effectiveness of individually typologically oriented physical education classes as having a health-improving effect on school students.

What One Gets Is Not Always What One Wants-Young Adults' Perception of Sexuality Education in Poland.

There is a discrepancy between the educational needs and the opportunities to obtain reliable knowledge about sexuality in adolescence. This study aimed to assess the conjunctive influence of family and school in shaping this knowledge. Methods: Data were collected retrospectively within a cross-sectional survey conducted in Poland in 2017 (18–26 yrs; N = 595). The respondents’ experiences in terms of the presence and quality of sexuality education (SE) at school and in conversations with parents about related issues were considered. Results: Of all the respondents, 31.1% had no sexuality education classes in school or rated them as useless, 41.5% never discussed sexuality-related topics with parents and both were true for 17.6%. Puberty and contraception were most frequently discussed with parents, while sexual pleasure and masturbation were discussed least frequently. The diversity of topics taken up with parents and the possibility of discussions with mothers turned out to be the most important factors for shaping adolescents’ knowledge. A relationship with the quality of sexuality education at school was additionally revealed for girls, while a relationship with talking to fathers was revealed for boys. Conclusions: Schools and families should work together to strengthen proper sexual development by meeting adolescents’ needs in the field of their knowledge on human sexuality.

Student motivation to physical activity in the process of programming training

The article presents the experience of organizing the use of wearable electronic devices (fitness trackers) by schoolchildren to solve the problem of low physical activity. The existing methods of motivating schoolchildren to increase the level of physical activity do not give the desired result. Physical education classes in school cannot compensate for the movement deficit. During extracurricular hours, most schoolchildren also cannot organize their physical activity independently and choose sedentary types of leisure. One way to tackle the problem is to encourage the use of fitness trackers. The use of fitness trackers allows the teacher to monitor the level of physical activity of schoolchildren, analyze the achievements jointly, and help organize the physical activity of schoolchildren outside the classroom. To solve the problem, the authors of the article have developed two experimental programs of supplementary education for schoolchildren with the use of fitness trackers. The first program involves the regular, supervised use of fitness trackers in animation training. The second program includes training assignments for assembling and testing fitness trackers in the course of programming training. The second program showed higher efficiency. For the statistical assessment of the results of the educational programs implementation, the Wilcoxon T-test was used. The implementation of educational programs led to increase of the level of physical activity of students by 7–15 %. The authors give recommendations on the use of fitness trackers in the supplementary education system.

GENERAL BODY DEVELOPMENT EXERCISES

General development exercises are the main content of training for keeping health groups and are widely used in physical education classes in schools, colleges and universities. The article discusses general development exercises, methods and schemes of their teaching

Exploration of Viewpoints in Identification of Gymnastic Talent with the Back Hip Circle

In Japan, students attempt the back hip circle in physical education class in school. It is considered a simple teaching material with which children can experience feelings of achievement and pride. A major factor behind this is that schoolyards in Japan do not have an environment for gymnastics, equipped only with horizontal bars. Therefore, the path from horizontal bars to gymnastics may have been laid from that time. We applied the wavelet interpolation model to the accomplishment rate for the back hip circle in young children, and described the development curve of that accomplishment rate. We then considered the level of physical maturity associated with the accomplishment rate from the behavior of the development velocity curve, and investigated whether the back hip circle accomplishment rate on the horizontal bar was linked to identification of subsequent talent in gymnastics. The results showed that when the behavior of the accomplishment rate velocity curve was compared in boys and girls, the peak velocity in girls was already detected at around the age of 3–4, and maturity was clearly earlier. The ability to comply with a sequence of movements (sequence compliance ability) was examined only in young children, but girls were superior to boys in that ability and girls also had a higher accomplishment rate in the back hip circle. Thus, a close relationship between non-cognitive ability and the back hip circle accomplishment rate may be conjectured. The accomplishment rate curve for back hip circles shows a neural pattern, like the development curve for the 50-m dash, and is dependent on a neural pattern. Thus, performance in the back hip circle can be evaluated from an early stage, and since an element of gymnastics can be distinguished, it may be a barometer for judging gymnastics talent, including genetics. Abilities that show a neural development pattern have a high genetic component, and genetic traits are expressed from early childhood and are highly likely to trace until adulthood. Therefore, in such individuals the physical abilities of coordination, flexibility, quickness, balance, and endurance are superior, and the back hip circle is accomplished early. The possibility was shown this early accomplishment of the back hip circle and the conditions of short height and low body weight are very important information in talent identification for gymnastics.

A closer look at the bodily-kinesthetic intelligence in Physical Education classes

This article poses a reflection on the pedagogical practices developed during Physical Education classes in school. Intending to move beyond a diagnostic analysis of what concerns this area of knowledge in the school routine, this study aims to present this curricular component highlighted as bodily-kinesthetic intelligence. The change to a comprehensive view of the mind has unveiled human cognition and has enabled the identification of different cognitive forces with contrasting styles. Based on a narrative review, specific to this theme, focusing on pedagogical practices experienced in Physical Education classes, the guidelines on this subject, were analyzed. The main purpose of changing this mindset is to improve intelligence manifestations, by stimulating the individual’s innate potentials through opportunities. The considerations highlighted in this analysis allow us to reveal significant points for this area. In light of the principles of the Theory of Multiple Intelligences, this study portrays the importance in the choice of content that is representative of the reality of the receivers, developed through various learning pathways during Physical Education classes in school. The establishment of theoretical principles presented by Howard Gardner greatly contributed to the educational field, with emphasis on teaching through various approaches, allowing Physical Education to interpret the students’ performance with a focus on their potentials.

Upper Elementary School Students’ Attitudes Toward Physical Education in Skill-Themes and Multiactivity Approaches

The purpose of this study was to investigate the influence of the physical education curricular approach used in teaching upper elementary school students on students’ attitude toward physical education. An Approach Guide was developed to assist in categorizing school approaches as skill-themes (ST) or multiactivity (MA). Twenty schools meeting designated participation criteria were selected. An attitude instrument (Phillips & Silverman, 2012) was administered to fourth- or fifth-grade students (N = 313) in physical education classes in schools, 10 schools in each approach category. Multivariate analyses of variance were performed with the class as the unit of analysis for attitude sub-factor variables and attitude main factors, each using approach as the independent variable. A t-test was completed for overall attitude between the two approaches. Means and standard deviations were calculated for the sub-factors, main factors, and total attitude by curriculum, school, grade, gender, and approach. Analyses suggest that fourth- and fifth-grade students enjoy physical education and think it is important. No significant differences were found between grades, genders, or approaches. The range of attitude scores within the schools was wider in the MA approach than in the ST approach and may be a result of teacher influence. Larger standard deviations within schools using the MA approach may also indicate more varied attitudes toward physical education than in schools using the ST approach. Subscribe to TPE

Expansão da pré-escola em instituições com oferta de ensino fundamental: reafirmando o direito das crianças à qualidade

O texto tem como objetivo discutir questões implicadas no direito à educação infantilde qualidade, fragilizado no contexto da universalização da matrícula escolar da pré-escola.Dentre os diferentes arranjos realizados nos sistemas de ensino, a oferta de turmas em escolasantes exclusivamente de ensino fundamental pode por em risco a especificidade da educaçãoinfantil, mas, por outro lado, poderá contribuir para uma articulação entre estas duas etapas daeducação básica, trazendo continuidade aos processos vivenciados pelas crianças. Nossoargumento é no sentido de que o país já dispõe de ordenamento jurídico, orientações oficiais eaportes teóricos suficientes para subsidiar uma expansão da cobertura para a faixa etária dequatro e cinco anos dentro de critérios de qualidade que respeitem o direito a bem viver ostempos de infância para todas as crianças no início da vida escolar.

Physical Education Preservice Teachers’ Perceptions About Preparation for Comprehensive School Physical Activity Programs

ABSTRACTPurpose: Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers’ perspectives and experiences of CSPAP preparation in their PETE programs. Method: Fourteen PETE students from 6 different universities participated and shared their experiences in PETE programs. Data were collected through a short survey, 1 formal interview, field images, document gathering, and an additional survey to follow up the interview. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Results: Participants’ familiarity with CSPAPs was related to positive opinions about the role of physical educators in CSPAPs. Three common themes were revealed: (a) introducing CSPAP via courses, (b) the lack of programwide hands-on experiences for CSPAP, and (c) limited preparation for social skills with stakeholders. Participants’ perceptions of the role of physical educators as physical activity leaders had been expanded during their training. Conclusion: The participating PETE programs integrated CSPAP components in the existing courses to introduce CSPAP, while there was a lack of sufficient practical opportunities to learn how to implement (aspects of) a CSPAP. Participants felt they were insufficiently prepared to promote and implement expanded physical activity programming beyond physical education classes in schools. The majority of the PETE preservice teachers wanted more practical CSPAP experiences in their programs.

A comparative study regarding secondary school students’ satisfaction degree regarding the physical education class in Romanian and in Turkey

In order for physical education classes in school to achieve their goals in the training and development of pupils, they must participate with pleasure, convinced that physical exercise helps them maintain an optimal state of health, a harmonious physical and personality development. For these reasons, it is important to know how students appreciate the physical education classes, how attractive they are to them, and what are their views on how to improve teaching techniques. The survey was conducted during school year 2015-2016, in November for the school from Turkey, on a number of 100 respondents and in March, for the schools from Romania, on a number of 94 respondents. The self-designed questionnaire represents the most widely used method in quantitative sociological research. The self-designed questionnaire contained a total of 10 questions that followed: In the first 4 questions, it was followed the pupils’ opinion regarding the number of physical education classes in the school curriculum, the degree of satisfaction with the physical education classes in school, and the benefits that physical activity is believed to have. Questions 5-7 aimed at the rewards or sanctions received in the physical education class and the conflicts that may arise in the relationship between teacher and student. In both countries, physical education and sport require knowledge of all aspects associated with physical exercise, students’ willingness to exercise and practise a sport, the desire to engage in physical exercises and their awareness of the influence that physical education has on their health.

Children`s lifestyle behaviors in relation to anthropometric indices: a family practice study.

IntroductionObesity prevention in children represents one of the main concerns in primary care. In order to develop into a healthy adult, the child has to follow a healthy lifestyle in all aspects: nutritional, behavioral, physical and recreational. Our main goal was to identify which habits may influence the children’s somatic development.MethodOur study, performed in a family practice, consisted in a questionnaire regarding physical activity, diet and use of electronic devices.After obtaining the parent’s and child’s informed consent to participate in our cross-sectional study, 98 consecutive children aged 5–15 years, examined in the family practice, were enlisted. After collecting the answers, weight, height, waist circumference, wrist circumference, subscapular skinfold thickness were measured and body mass index was calculated.ResultsThe analysis of the relationship between the anthropometric data showed a significant difference between girls and boys only in respect of the wrist circumference. The groups performing daily household activities had a significantly increased weight, BMI, abdominal and wrist circumference. Participation in physical education classes in school was associated significantly only with the wrist circumference. Frequent change of the option for extracurricular sport showed a significant difference in weight, waist circumference, and wrist in favor of the group that practiced many sports. Fast food diet and the type of alimentary habits of the family (home cooked, pre-cooked, or ordered food) showed differences between medians of the anthropometric indices with higher values for those eating more frequently fast food or ordered food, yet without reaching statistical significance.ConclusionBoth girls and boys, in the presence of an unhealthy lifestyle (lack of recreational and educational physical activity, food habits, inappropriate time spent in front of a screen) had unfavorable adiposity indices.

Associação entre a participação na Educação Física escolar e a prática de esportes coletivos durante a universidade

DOI: http://dx.doi.org/10.5007/1980-0037.2016v18n2p222 The practice of team sports such as soccer and volleyball, are one of the main activities practiced by college. The objectives of the study were to compare the proportions of practice team sports in the years 2010, 2012 and 2014 in college and to analyze the association between participation in the classes of Physical Education, before entering university, with the practice team sports during the university period. Three cross-sectional surveys were conducted in the years 2010, 2012 and 2014, with students from a higher education institution. The dependent variable was the current practice of team sports and the independent variable the participation, prior to entering the university in Physical Education classes at school. Participated 1,084, 1,085 and 1,041 college in 2010, 2012 and 2014, respectively. The proportion of practicing team sports was stable in the three surveys and college who participated regularly of the lessons of Physical Education, prior to entering the university showed higher prevalence ratios (PR) practice of team sports during college years (2010, RP: 2.87; 95%CI: 1.48; 5.55; 2012, RP: 2.04; 95%CI: 1.14; 3.65; 2014, RP: 4.06; 95%CI: 1.58; 10.43). The number of students practicing team sports was similar in all investigated years and regular participation of college in Physical Education classes in school, period prior to entering university showed a positive association with practice of team sports at the university.